Ventajas e inconvenientes del uso de dispositivos electrónicos en el aula: percepción de los estudiantes de grados en comunicación / Advantages and disadvantages of using electronic devices in the classroom

Abstract

El uso de dispositivos y recursos electrónicos en el aula forma parte de la actividad diaria en que nos movemos docentes y estudiantes, y que responde a los requerimientos del aprendizaje a lo largo de la vida que propugna el EEES. Así, diversos estudios han profundizado en la importancia de la interacción a través de las redes sociales, o el uso de blogs y otros recursos electrónicos. También se han desarrollado diversas experiencias en relación con el uso de los dispositivos que permiten acceder a dichas tecnologías. La influencia de las Tecnologías de la Comunicación aporta ventajas claras tanto para el proceso formativo de los alumnos como para la labor diaria de sus docentes. Sin embargo, son muchos los riesgos e inconvenientes derivados de dicho uso. En este artículo se propone una investigación inicial para conocer el alcance del uso del ordenador en el aula entre los estudiantes de grados en Comunicación.

Emotions and reading: When reading is the best way to improve skills in adolescents

“…For example, it should be noted that there is no scientific literature on the improvement of reading comprehension in Spanish since “not even serious attempts have been made to make this identification through reviews of the previous research” ( Ripoll Salceda, 2014 ). Furthermore, there are other issues related to reading habits such as, for example, the impact of information and communication technologies (ICT) on people’s ways of reading involves “the need to attend to new visual skills and to new reading skills” ( Sánchez-Claros, 2016 ), or that motivating reading by awakening curiosity is more effective than using reading or motivation strategies ( Gurning, 2017 ), such as through ICT, which facilitate the general acquisition of professional and personal competences ( Martínez-Cerdá and Torrent-Sellens, 2017 ) and thereby stimulate higher involvement on the part of students than they had before the digital world ( Alonso-Mosquera et al, 2016 ). Therefore, if reading habits change, either in the devices for reading ( Cordón-García, 2018 ), the typology of digital texts, or the brain’s changing way of learning under technological impacts, reading competence must also be affected to a greater or lesser extent ( Amiama-Spaillat and Mayor-Ruiz, 2017 ).…”

Social networks as a vehicle for happiness management in university governance

“…The COVID-19 pandemic has entailed a profound and radical change in the way of understanding both happiness management and university governance, and in turn, this can provide an opportunity to compare the perceptions of students, who are mostly millennials, and, therefore, inclined to having their own way of obtaining information (Alonso Mosquera et al , 2016), by which important occurrences cannot be evaded (Navarro and García Matilla, 2011; García-Villalba and Gutiérrez Zamudio, 2021), in addition to being subjected to the differences between publics, pointed out by Cea-Esteruelas (2016) and to more profound considerations regarding their future as members of the Academy, as argued by Salman Alkhaza’leh and Fayiz Obeidat (2019).…”